NIH Certification Assignment & Research Critique Table Guidelines

Purpose

This assignment provides the opportunity for the student to complete the National Institutes of Health (NIH) certification regarding human subjects. Presented information focuses on the history of the legal and ethical issues related to research and informed consent. Additionally, students will demonstrate their expertise in research evaluation through completion of a research critique table.

Course Outcomes

This assignment enables the student to meet the following course outcome:

CO#4 Develop knowledge related to research and evidence-based practice as a basis for designing and critiquing research studies (PO 1, 2, 6, 9)

Due Date Sunday 11:59 PM MT at the end of Week Three

Total Points: 85 points

Requirements

Description of the Assignment

For this assignment students are required to complete the Protecting Human Research Participants (PHRP) course as presented by the National Institutes of Health and complete a Research Critique Table (see sample at end of this assignment guidelines).

Criteria for Content

This assignment consists of two parts:

Part One: Completion of PHRP course as presented by NIH

Part Two: Research Critique Table

Part One: Completion of PHRP Course as presented by NIH:

All modules of the PHRP are required in order to earn the certificate of completion.

Students will select four (4) research-based studies and create and complete the Research

Critique Table following the format noted in the sample table that is included in these

assignment guidelines.

At research-based articles must be consistent the PICOT/PICo submitted as part of Week One

Assignment in NR 505.

The title of the table is: Research Critique Table

The PICOT/PICo question is presented after the title of the table

The column headings are:

Author and Title of Article

Purpose of the research

Research Design and Sample

Intervention

Results

Strengths (s) and Limitations (L)

Combine both Part A and Part B into one document using the portrait orientation and submit by the due date.

Preparing the Assignment

Criteria for Format and Special Instructions

Go to http://phrp.nihtraining.com/ and register for the NIH Training on the use of human subjects in research and work through the tutorial.

When you have completed the tutorial, you will be awarded a certificate of completion. Make a copy of the certificate and submit it to the NIH Training Certificate and place it on a word document identified as Appendix A: NIH IRB Certificate. This training should take 2–2.5 hours to complete. If you have taken this training within the past year, you may submit that certificate. If you took the training more than a year ago, you need to retake the training course for NR505.

The NIH Training Certificate will be checked for authenticity. Submitting a non-authentic certificate will result in a zero for this assignment and report regarding academic integrity submitted.

Using your lecture materials and textbook, completed detailed critiquing of four (4) research-based studies creating a table like the sample included in these assignment guidelines.

Identify this table as: Research Critique Table.

Combine Parts A and B one document using portrait page orientation and submit.

Remove to avoid inflated Originality scores: This assignment must be submitted to TurnItIn™, as required by the TurnItIn™ policy. A Similarity Index of “blue” or “green” must be obtained. A score in the blue or green range indicates a similarity of less than 24%, which is the benchmark for CCN graduate nursing students. Any other level of similarity index level requires the student to revise the assignment before the due date and time. To allow sufficient time for revision, early submission of the assignment to TurnItIn™ is highly encouraged. The final submission will be graded by faculty. If a TurnItIn™ report indicates that plagiarism has occurred, the Academic Integrity policy will be followed.

Using the sample table, the student will create and fully complete each section of the table for four (4) research-based nursing studies that relate to their PICOT/PICo question from the Refinement of Nursing Issue Into Research Assignment.

· Author

· Title

· Purpose of the research

· Research design and sample

· Intervention

· Results

· Strengths and limitations

Paper Specifications

5

6

Parts A and B are combined into one document using portrait page orientation

A dictionary, required textbook for this course and Chamberlain College of Nursing lesson information, may NOT be used as scholarly references for this assignment.

References are current – within a 5-year time frame unless a valid rationale is provided and the instructor has approved them prior to assignment submission.

APA Format (6th edition)

5

6

APA guidelines as found in the 6th edition of the manual are to be used to identify the research study used on the Research Critique Table.

One deduction for each type of APA style error

Writing Mechanics

5

6

Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal written work as found in the 6th edition of the APA manual.

To create an orientation program that would produce competent nurses to work in the NICU who had no previous NICU experience. The orientation program would also be streamlined to ensure all new hired nurses were provided the same information and patient types

Qualitative Study

N=27 nurse orientees over a two-year period

Formal preceptor program developed for identified preceptors

Orientation program developed to foster critical thinking, interpersonal relationships, and technical skills in new orientees

Caffarella’s program model used to create a program due to fluidness of the teaching model

Final orientation evaluation revealed 100% of orientees felt the program prepared them to competently work independently

The clinical educator identified key components of a successful program: well-prepared preceptors and biweekly conferences with the preceptor, orientee, and clinical educator

Retention rate after two years was 93%

S-program design/concepts transferrable to other nursing departments

L-small sample size

Hardy, R. & Smith, R. (2001)

Enhancing staff development with a structured preceptor program

To redesign an orientation program on an ICU unit due to high staff turn-over, low staff satisfaction rates, and a 14-bed expansion.

Orientation model based off Connelly and Hoffart and including the Myers-Biggs cognitive personality style assessment

Qualitative Study

Examination of previous orientation program with new design based on structure, identifying qualified preceptors, developing a preceptor course, and orientation packets for the new nurse

Current program lacked structure

Identification of staff nurses who would make effective preceptors, development of a preceptor educational course, management commitment, development of an orientation manual

Greater satisfaction with preceptor role N=5 total staff who had gone through the preceptor class

New staff members feel orientation process is designed to meet learning needs

Increased overall staff satisfaction

Many employment applications due to referrals from current staff

S-study can be transferred to other types of nursing departments

L- no exact measurements regarding number of participants, possible bias of researcher

Loft, T. (2006)

Moving forward: Creating a new nursing services orientation rogram

To redesign a hospital orientation which would create a more meaningful experience for new employees.

Descriptive Study: Predictive

N=74 surveys returned/reviewed from May to December 2004

May to June results were from the current orientation process

New orientation process began July 12

Redesign orientation based on Scope and Standards of Practice for Nursing Professional Development

Orientation checklist replaced self-study tests

Modular orientation classes set up to allow employees who did not need to specific classes the opportunity to spend time on assigned units

May and June results reflected what administrators already knew to be issues with current system

July through December results showed an overall improvement in satisfaction rates of the new orientation program

S- sample size of 74; able to critique results from the two programs; survey comprehensive using Likert-scale as well as open-ended questions

L-Unknown number of total orientation participants versus number of surveys returned;

a 3 month follow-up survey resulted in poor response, so no significant data was able to be reported

Meyer, R.M. & Meyer, M.C. (2000)

Utilization-focused evaluation: Evaluating the effectiveness of a hospital orientation program

To evaluate the effectiveness of current orientation practices and which aspects of the program were viewed as positive and which were viewed as negative

Descriptive study: Survey

N=59; total number of surveys distributed = 90

Improve areas of orientation program based on survey results

The need to provide quality time and opportunity to practice new clinical skills

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